Climate Action Foreword in September 2015, 193 World Leaders Signed on to the Sustainable Development Goals (Sdgs)

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Climate Workshop Pack

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1 Climate Action Foreword In September 2015, 193 World Leaders signed on to the Sustainable Development Goals (SDGs). Since then, educators across the world have embraced the ambitions of the Goals and begun to include them into their teaching practices. The Goals have proven to be a useful addition to programmes on Education for Sustainable Development, by providing a framework for learning and helping to demonstrate the interconnectivity among all aspects of development.

In 2019 The World’s Largest Lesson helped to bring the SDGs to thousands of young Nigerians in schools, community groups and IDP camps. They took part in a lesson that invited them to think about the future that they want for Nigeria or they joined Club17 Africa and explored the Goals in more detail. Without question Nigeria’s students took the Goals to their hearts and made strong connections between the global SDGs framework and what they observe in their own communities. They discussed and shared ideas together and with their families and began a journey as changemakers.

We are delighted to launch this new Climate Workshop Pack and guide to extend that journey. This pack focusses on one of most pressing global educational needs – building a holistic understanding of the climate and ecological crisis that is facing our world and encouraging youth action for climate.

Education for climate and the environment is not an easy topic so this pack has been written solely for you as workshop leaders. It provides a structured way to help you introduce discussion about Climate Change within the group.

In the same way, we hope it will help students develop some of the skills they need to be effective in the 21st century and you will see these referenced throughout. For me, a measure of our success will not only be whether students are excited by what they are learning but also whether you are witnessing a change in their ability to question, create, solve problems and communicate.

I can’t wait to find out.

Good Luck!

Alison Bellwood

Creator and Director World’s Largest Lesson

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2 Climate Action Contents

Introduction Welcome Workshop Leaders! 4 Workshop Foundations 5 Structure 7 Skills and characteristics for learning and for life 8 Global Citizenship Education. Taking it local 9 How to teach about Climate Change 10 Climate Action in the community 12 Workshop Content, Summary of Action 13

Workshop Content Workshop 1 An introduction to the aims of the Climate Workshops and the SDGs 14 Workshop 2 Human Rights in action 16 Workshop 3 What do we mean by Climate Change and Sustainable Development? 18 Workshop 4 What is ‘energy’ and how do we use it? 20 Workshop 5 What are the effects of Climate Change? 22 Workshop 6 What is my impact on the environment? 24 Workshop 7 What is Renewable Energy? 26 Workshop 8 What are some signs and symbols relating to the environment? 28 Workshop 9 Healthy Living. Healthy Planet 30 Workshop 10 Communication and Climate Change 32 Workshop 11 Community Action for Climate Change 34 Workshop 12 Next steps for Climate Action and new beginnings 36

Activity Mats SDGs Explorer 39 Fact Chat 40 Energy Data 41 Renewable Energy 42 Carbon Footprint 43 Quotes about Climate and the Environment 44

Appendix Appendix A Characteristics of Global Citizens 45 Appendix B SDGs posters 46 Appendix C Convention on the Rights of the Child posters 51 Appendix D Climate Action grid 53 Appendix E Fact Chat definitions table 54 Appendix F Carbon Footprint 55 Appendix G Quotes about Climate and the Environment 56 Appendix H Further Resources 57

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3 Climate Action Welcome Workshop Leaders!

In this guide you will find all that you need to teach your workshop participants about Climate Change and the environment.

The materials in this guide focus around themes of Climate Change, the environment and global citizenship. The materials aim to help your workshop participants critically engage with essential aspects of these themes which we hope will ultimately enable careful change for a better“ world.

There are two days in the year that we can not do anything, yesterday and tomorrow. “ Mahatma Gandhi

The materials in this pack are action–focused. They aim to equip your school community with the skills, knowledge and understanding to make informed choices to protect our planet – which means people and places. The quote here from Gandhi reminds us that there is no time to delay! We must work together as citizens of one world to find ways that will change our future for the better, through critical observations of our past.

Our planet faces multiple challenges related to Climate Change: pollution, water scarcity, depletion of natural resources, loss of biodiversity, food scarcity and extreme weather. The actions we choose to take to address these challenges should enable sustainable development (more on that later)! We should recognise that what we do today to make our lives better, should not have a negative consequence for our children, or their children.

Our Vision All Africa’s children take ownership of sustainable community development.

Our Mission Empower every African child with the capacity to understand and relate the Sustainable Development Goals to their everyday life, in particular SDG 13: Climate Action. Thank you for your commitment to finding a way to address these challenges. eW look forward to working with you.

How to use this pack The Introduction section of this pack is background information to help you understand a little more about how to run effective workshops. It also will help you to learn about Climate Change.

The Workshop content gives you all the scripts to run the workshops. The Activity mats give you some other ideas for workshops using the resources in a different ways. The Resources Appendix give your worksheets to use within the workshops.

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4 Climate Action Workshop Foundations Do you remember we mentioned sustainable development? Hopefully that reminded you of the United Nations’ Sustainable Development Goals for 2030! These workshops are built on acommitment to making progress towards the Goals for 2030.

The three big aims of the Global Goals are to: fight inequality and injustice, end extreme poverty, tackle Climate Change.

The Global Goals are the most ambitious agreement for sustainable development that world leaders have ever made. They build on the success of their predecessors the Millennium Development Goals and aim to go further to end all forms of poverty. That is why we need everyone to know about these Goals and to take action for them. There are 17 Goals in total, and we shall refer to them from now on as the SDGs. To find out more about these Goals, visit this website: www.globalgoals.org

Goal 13 is Climate Action: Take urgent action to combat Climate Change and its impacts Why so urgent? Just a few facts to get you thinking… • The global average temperature in 2019 was 1.1 degrees celsius above the pre–industrial period, according to the World Meteorological Organization. • To prevent warming beyond 1.5°C, we need to reduce emissions by 7.6% every year from this year to 2030. • At 1.5°C, over 70% of coral reefs will die, but at 2°C, all reefs over 99% will be lost. • The Intergovernmental Panel on Climate Change (IPCC) says a 1.5°C average rise may put 20–30% of species at risk of extinction. • 17 million people in Bangladesh alone will be threatened by flooding as a result of ice caps melting.

For more information, see: www.unenvironment.org/explore–topics/climate–change/facts–about–climate– emergency

We need Climate Action! There are many causes of Climate Change and there are many effects. However, there are also many things that we can do to adapt to Climate Change and prevent further rises in temperature.

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5 Climate Action Goal 13 is divided into 5 targets:

13.1 Strengthen resilience and adaptive capacity to climate–related hazards and natural disasters in all countries

13.2 Integrate Climate Change measures into national policies, strategies and planning

13.3 Improve education, awareness–raising and human and institutional capacity on Climate Change mitigation, adaptation, impact reduction and early warning

13. A Implement the commitment undertaken by developed–country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible

13. B Promote mechanisms for raising capacity for effective Climate Change–related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities

Some of this language is very technical! But there are some powerful verbs here to steer your workshop, driving your own Climate Action:

ADAPT INTEGRATE IMPROVE EDUCATE REDUCE IMPLEMENT COMMIT

PROMOTE PLAN MANAGE FOCUS TO BE RESILIENT

Of course, the Climate Action Goal is linked to many other Goals. During your Climate Action meetings, you will consider the extent of these connections as you explore the cause and effects of Climate Change

We wonder which of these models you might choose? We hope you will create your own!

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6 Climate Action Structure

Enclosed in this guide are materials to help you lead 12 workshops, lasting approximately 1 hour each. Each workshop has a key theme which builds on learning from the previous meeting, helps students to uncover something new and directs them towards the development of a key skill for Climate Action.

Climate Action learning aims • To develop an appreciation and understanding of the fragility of our environment. • To develop an appreciation and understanding of our role as global citizens in combatting Climate Change.

Learning outcomes • To understand the causes and effects of Climate Change. • To build a sense of hope that solutions to the Climate Crisis are achievable. • To understand how Climate Action fits into the Global Goals. • To understand how to design & deliver a collaborative project in support of reducing Climate Change. • Each workshop will enable learners to deepen their understanding of key concepts relating to sustainable development and Climate Change.

Flexible and adaptable resources Every school is different. It is defined by its environment, community and history. It is for this reason that we believe your Climate Action learning must meet the needs and interests of YOUR students if it is to be successful. If your students can see that what they are exploring is relevant to their lives and has a real purpose, they are much more likely to remain motivated and to commit to the aims of the workshop.

In each meeting plan therefore, there will be some key content and a key resource, but these will be complemented by some suggestions of further research and activities for you to choose from, in an ‘Activity Mat’.

Climate Action in the community You should work towards a community event or activity; this could be a publication or performance – it’s up to you! Your event or activity gives your students the opportunity to apply their learning, and to engage their community in learning about Climate Change, sustainable development and environmental issues. Throughout the course of workshops, students will develop certain skills and characteristics that will help them to effectively plan and deliver their Climate Action. This will celebrate their own learning and inspire new learning.

In between each meeting, students will be given the opportunity to put into practice what they have learnt during the meeting. This will help them to practice and develop skills and characteristics of global citizenship, and will also help them to better understand key aspects of challenges within their community.

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7 Climate Action Skills and characteristics for learning and for life

Lifewide learning includes all types of learning and personal development – learning at school and beyond school, from different people and places. It can be directed or self–managed. Lifelong learning makes use of both formal and informal learning opportunities throughout people’s lives in order to foster the continuous development of knowledge and skills needed for employment and personal fulfilment. The World Economic Forum refers to the value of ‘long and wide learning’ and explains that Africa’s employers say they need agile employees who are nimble enough to respond thoughtfully and quickly to the changing world of work. Specifically:

1. Adaptable skills: Individuals who are skilled in their craft and who can independently apply these technical skills in diverse contexts. 2. Growth mindset: Having an insatiable thirst for knowledge and for improving how things are done are what define a growth mindset. 3. Innovative thinking: Innovation is the bedrock of companies that lead in competitive markets. 4. Leadership potential: Workers who are equipped to lead at whatever level they find themselves in their organizations. 5. Emotional intelligence: Self–aware team members with proven interpersonal skills.

Combining these ideas of employability, lifewide and lifelong learning, we believe there are 5 groups of skills and characteristics which can help a student become a Global Goals Explorer, acting upon Climate Change.

Find out more: www.weforum.org/agenda/2019/09/skills–african–employers–are–looking–for/

A Global Goals Explorer should be:

EMPATHETIC AND EMOTIONALLY INTELLIGENT AN EFFECTIVE COMMUNICATOR WITH LEADERSHIP POTENTIAL ADAPTABLE AND PROBLEM SOLVING CREATIVE AND INNOVATIVE

CURIOUS, MAINTAINING A GROWTH MINDSET

Through learning about Climate Action, your students will develop these essential skills and characteristics. This will help them to develop as effective global citizens.

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8 Climate Action Global Citizenship Education. Taking it local.

‘For UNESCO, Global Citizenship Education (GCED) is an educational approach that nurtures respect and solidarity in learners in order to build a sense of belonging to a common humanity and help them become responsible and active global citizens in building inclusive and peaceful societies.’1

UNESCO suggests that there are three core ideas associated with GCED, which are represented in this model. They refer to three ‘universal’ values that can be found across the world in different social and cultural traditions.

Three core notions of GCED:

As you work through these workshop materials we suggest you explore what it means to be a global citizen. Participants should learn to recognise that a global citizen is someone who is aware of and understands the wider world and their place in it. They take an active role in their community and work with others to make our planet more equal, fair and sustainable.

There are many attributes of a global citizen, some of which we have already outlined in our description of a Global Goals Explorer. Here are some more for you to think about. There is a poster in Appendix A that you might like to display during your workshop to highlight these.

What do Global Citizens do? They... • Ask questions • Think critically • Explore local–global connections • Engage with multiple perspectives • Provide simple solutions to complex issues • Explore issues of social justice • Apply learning to real–world issues • Take informed, reflective action • Recognise and appreciate multiple identities • Develop attitudes of care and empathy for others

1 unesdoc.unesco.org/ark:/48223/pf0000227729. Global Citizenship Education, UNESCO, 2014. Image source: www.bridge47.org/sites/default/files/2018–12/21_unesco_taking_it_local.

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9 Climate Action How to teach about Climate Change

Getting your facts straight! There is a range of data, articles, diagrams and documentation about Climate Change. Scientists are still exploring and trying to understand the ‘truth’. As you explore this topic with your students, ensure that you encourage them to examine the evidence carefully. Use reputable websites, publications and organisations to help you gather evidence. Look for recent information – things are changing all the time! Presenting a coherent argument to others and working together successfully to solve a problem relies on credible and authentic information.

Talking about sensitive issues Listen well. Show empathy and compassion. Help others to do the same.

You need to make the workshops a safe place for your students to share their ideas and experiences. Some students may want to be excused from certain discussions and this should be respected. As much as possible, focus on solutions rather than problems. Get to know where your students are coming from in terms of their experiences to help you make informed decisions about how best to support them.

You may have some ground rules or classroom rules that you could use or adapt. This helps to create a respectful and encouraging ethos for your worksop. You may want to create a list of responsibilities instead of classroom rules, some procedures, a policy or a pledge. This will be explored in more detail during Meeting 1. The important thing is that your students take ownership of these ‘rules’, and they will only do so if they have been truly involved in their composition. This is often referred to as agency. Some elements are described below. Agency will build confidence amongst learners as they navigate through complex issues.

Set Advantageous Initiate Action Toward Reflect and Revise Internalise Goals Those Goals Self–Efficacy self–reflectiveness awareness choice self–assessment growth mindset forethought voice self–control empowerment intentionality free will perseverance autonomy ownership

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10 Climate Action Learning together Building on what we have just said about respect and agency, it is important that students learn to appreciate the benefits of working together. To do this, they need to develop and practice certain skills.

During workshops there will be opportunities for individual, paired, group and ‘whole class’ activities. For group work, there are some simple guides and skills that allow discussions to flow, attitudes to develop, knowledge to flourish and a sense of community and belonging to thrive.These will be further developed in workshops.

Quality questioning for quality education Together This works both ways! As a workshop leader you need to ask good Everyone questions so that you enable your students to think and behave in a variety Achieves of ways. Your students need to learn how to ask good questions also! More This will help them to investigate, explore and analyse in some depth for a better understanding of a problem they are trying to solve.

Remember: Learning is the consequence of thinking. Strategies for quality questioning include:

• The use of waiting times – don’t gather answers too quickly otherwise you ‘cut’ thinking time for some. • ‘Bouncing’ answers – listen to a response, then pass it to another student to respond to. ‘Pose. Pause. Pounce. Bounce’. • Promoting ‘Response–ability’ – an inclusive workshop means that all students are expected to think and respond. Encourage a growth mindset. • Allow rehearsal – give students time to talk about their ideas. ‘Think. Pair. Share’ works well for this exploring depths of knowledge – recall, skill/concept, strategic & extended thinking. • Probing incorrect answers – find out where it went wrong. Help students to value this approach rather than fearing getting it wrong. • Using a blend of open and closed questions – sometimes there is one answer, sometimes there are many!

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11 Climate Action Climate Action in the community

Throughout the workshops, students need to focus on problem solving.

Don’t rush! Through the course of the 12 meetings, students will develop skills and learn new things. It is important they consider a range of issues and strategies before they decide on the event or activity they would like to hold in their community after the 12 weeks of learning. Based upon SDG 13:Climate Action, which other SDGs will they be working towards?

During the meetings, you will look in some detail at project development, impact and evaluation. There are a range of opportunities! As you plan to deliver Climate Action learning, take notice for yourself of some activities, projects, campaigns and events in your community and in other communities.

The models below give you some ideas about key ingredients of a successful project. Rather like the SDGs models we looked at earlier to describe links to Goal 13, each project will be composed differently! Global citizenship Research Planning Characteristics and skills of learning Activity based Knowledge sharing Monitoring and evaluation Goal orientated Global citizenship Research Planning Characteristics and skills of learning Activity based Knowledge sharing Monitoring and evaluation Goal orientated Global citizenship Research Planning Characteristics and skills of learning Activity based Knowledge sharing Monitoring and evaluation Goal orientated

Intervention Celebration Performance News or Campaign New facility or new system event or show radio article

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12 Climate Action Workshop Content, Summary of Action

ADAPT INTEGRATE IMPROVE EDUCATE REDUCE IMPLEMENT COMMIT PROMOTE PLAN MANAGE FOCUS TO BE RESILIENT

Workshop One Workshop Two

An introduction to the aims of the Climate Human Rights in action. Workshops and the SDGs.

Workshop Three Workshop Four

What do we mean by Climate Change and What is ‘energy’ and how do we use it? Sustainable Development?

Workshop Five Workshop Six

What are the effects of Climate Change? What is my impact on the environment? What is my Carbon Footprint?

Workshop Seven Workshop Eight

What is Renewable Energy? What are some signs and symbols relating to the environment?

Workshop Nine Workshop Ten

Healthy living. Healthy planet. Communication and Climate Change.

Workshop Eleven Workshop Twelve

Community Action for Climate Action. Next steps for Cimate Action... New beginnings...

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13 Climate Action Workshop 1

An introduction to the aims of the Climate Workshops and the SDGs

Resources: Appendix A & B - SDGs posters, paper and pencils.

1.Getting Started (10 minutes) Ask students to talk to the person sitting next to them. Find out one thing they have in common and one ‘opposite’ fact. This helps to get dialogue flowing. Begin by introducing yourself in the same way.

Direct: ‘Talk to the person next to you. What do you have in common and what is ‘opposite’ about you?’

2. Further Introductions (15 minutes) Explain that you are pleased these students are part of this workshop. It has an important focus. Share these overall learning outcomes as ultimate aims of the workshops.

Explain: • Welcome to the first workshop! This is what I hope we will learn together. • To understand the cause and effects of Climate Change • To build a sense of hope that solutions to the climate crisis are achievable • To understand how Climate Action fits into the Global Goals • To understand how to design & deliver a collaborative project in support of reducing Climate Change

Back in their pairs, ask students to explain to each other which of these learning outcomes they believe is the most important for their community. Ask them to share these views with the rest of the group and focus on the fact that there are different views, but this is good news! This means we are thinking independently but working collaboratively.

Ask: ‘Which learning outcomes do you think are important in your community? Why? Discuss and be ready to share your ideas.’

In partnership with With thanks to Endorsed by 14 Workshop 1 3. Activity to establish a baseline (15 minutes) High Five Baseline. It’s useful to find out what we already know and what we might like to find out. This helps to review our progress and make sure that what we are learning together is relevant and purposeful. Ask students to talk in pairs about climate and create a ‘High Five’ display that could describe their learning journey through this workshop. On a picture of their handprint, they should write 3 things that they already know and 2 things that they would like to find out. In the palm of their hand, they should write one statement about what they think their community might also benefit from understanding. Ask people to share what they have done with two other people.

Ask and direct: ‘What do you already know about Climate Change? Draw around your hand. Write in the finger spaces 3 things you already know and 2 things you would like to find out.’

4. Activity to explore the Sustainable Development Goals (15 minutes) Share images of the Sustainable Development Goals presented on Appendix A and Appendix B.

Explain: ‘These illustrate the 17 Global Goals for Sustainable Development which aim to: fight inequality and injustice, end extreme poverty and tackle climate change.’

Explain: ‘The United Nations (UN) is an international organisation founded in 1945 following the devastation of the Second World War, with one central mission: the maintenance of international peace and security. It is currently made up of 193 Member States.’

Ask students in small groups to choose 4 goals that they think are relevant to their community. Challenge them to explain these to the rest of the group without naming them, for others to identify. This helps to develop relevant language and key concepts and ideas about the Global Goals. What else are they curious about? More research?

Direct: ‘Get into groups of 4 or 5. Which of the Sustainable Development Goals are the most relevant to your community? Prepare to describe these to the rest of the group BUT… describe without naming them! Can others guess which you are referring to?

5. Final Remarks (5 minutes) Thank students for sharing their ideas. Explain that in the next session, we will think in detail about Children’s Rights. Challenge them to find out something about this before the next meeting.

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Human Rights in action

Resources: Appendix C - Human Rights Poster, string, paper and pencils.

1.Getting Started (5 minutes) Welcome students by thanking them for their commitment to learning about the world. Ask each student in turn to say one word that would help to explain ‘What a wonderful world.’

Ask: ‘Welcome! What one word describes the wonderful world to you? Let’s take it in turns to share.’

2. Talking about Children’s Rights (15 minutes) Ask students what they think Children’s Rights have to do with the SDGs. (Answer: The 2030 Agenda for Sustainable Development represents the highest aspirations for a bright future for the world’s children and is a crucial opportunity to realise the rights of the child worldwide. It provides a clear framework for implementation and aims to improve children’s lives through a universal agenda with clear goals and targets. Fulfilling Children’s Rights is a prerequisite for realising the 2030 Agenda.)

If you have some string, ask students to stand in a circle, and use the string to track backwards and forwards between students as they talk about these connections. The resulting ‘basket’ that you create with the string reflects the strength of working together and the benefits of linking the SDGs to Children’s Rights. Discuss them in more detail after the string activity by looking at Appendix C.

Ask: ‘Do you think Children have rights? Yes, they do! How do you think these are connected to the SDGs?’

Direct: ‘Stand in a circle. Let’s discuss this further. Each time you give an answer, I will connect you to the person who has just given an answer too. Soon we will have a basket – or net – of support to show we are working together.’

3. Children working together. (15 minutes) Read out these ‘Team’ and ‘Group’ posters. In order to work well together, it is useful to establish some ‘Ground Rules’. Ask students to work in groups to develop these ready to display.

Direct: ‘Work in a group to create some Ground Rules. The rules could begin with: If we are to work well together as Climate Champions, we need to…’.

In partnership with With thanks to Endorsed by 16 Workshop 2 4. Community activity plan (10 minutes) Explain that while learning about Climate Action, students will be working towards designing an event or activity to take place in the community that will help people better understand the effects and causes of Climate Change. Ask students if they have any initial ideas about what they could do or what problems need solving.

Ask: ‘What activity could you design to help your community better understand the causes and effects of Climate Change? Discuss this in pairs.’

5. Powerful Action! Super Skills! Take 5! (10 minutes) Explain to students that a useful skill for developing community programmes and events is to ensure that some research has taken place to start with, so that any activities meet the needs and interests of the community. Challenge students to talk to 5 people they know well over the next week about the environment. Talking to people is a good way of conducting research. Explain that they should prepare a short summary of what they have found out to share at the next meeting.

Explain: ‘Speaking to people about the environment is important. Your challenge is to speak to 5 people about the environment before the next meeting. Ask them: ‘What do you enjoy in our environment? What do you want to improve and protect?’ How do you think they will respond?’

6. Final Remarks (5 minutes) Thank students for their ideas. Explain that they are well on their way to becoming Climate Champions!

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What do we mean by Climate Change and Sustainable Development?

Resources: A flower, Appendix E - Clarifying Meaning, pens.

1.Getting Started (10 minutes) Ask students to sit or stand in a circle facing each other. Give the first person who arrived at the workshop a flower or a leaf – it needs to be something that grows and is quite delicate. Ask them to pass the flower around the circle. Each time somebody receives it, they must describe in 3 or 4 words only what they appreciate in their community. This could be a person, place, or action. Give them a minute to think about it. Explain that our community is crucial to our wellbeing – it is precious but fragile. We need to work together to protect it.

Explain: ‘Welcome back! Let’s begin by explaining what it is about our community that we appreciate. Stand in a circle as we did last week. Pass the ‘flower’ around and when you receive it, describe in only 3 or 4 words what you appreciate in your community.’

2. ‘Take 5!’ Research catch-up (10 minutes) Ask students to tell you about what they discovered during their research when speaking with 5 community members about the environment. Help students to talk in summary rather than in great detail about each conversation they had with community members. Summarising research is an important skill. Discuss how we might define ‘environment’ based on what they found. If you look up this definition in a few dictionaries or online, you will find a few different versions too! Choose one definition that your workshop group agrees is helpful.

Ask: ‘What did people say in your community about the environment? Tell a partner and prepare a short summary of what you found to share with the rest of the group.’

3. Activity: Making meaning (15 minutes) Explain that there are a number of key terms and phrases associated with Climate Change and Sustainable Development. Some have been used already in this workshop! Use the Fact Chat definitions table (Appendix E) to help you explore further. Read the key terms and see if students can define them. Read a term – and give two definitions – can students correct you? Ask students to select 5 terms that are the least familiar. Suggest that they write the first letter of each on their fingertips or on a drawing of their hand. The challenge for next week is to know these off by heart!

In partnership with With thanks to Endorsed by 18 Workshop 3 Ask: ‘Do you know what this term means? ‘xxxx’? It could mean this…. or this…. What do you think?’

Direct: ‘Now choose 5 terms that are the least familiar to you. Write the first letter of each on your fingertips. Can you create a rhyme to learn them? Test each other!’

4. Discussing Weather, Climate and Global Warming (10 minutes) These terms are linked because they have an impact on each other. Look at their definitions carefully. A key aspect of the difference between weather and climate is that one is short term and the other is long term. Weather conditions are fairly easy to describe, but what do students know about different climates?

Discuss this list: Tropical, Dry, Mild, Continental, Subarctic, Polar.

The National Geographic explains these well if you can access the internet - [https://www.nationalgeographic.org/ article/all-about-climate/].

This is a useful video that also summarises different climates and global warming, introduced by Kofi Anan - https://www.youtube.com/watch?v=BI5TQXw8Gyc

Ask: ‘What do you know about different climates? How can we compare: dry, mild, continental, subarctic, polar?’

Explain: ‘Scientists believe that the climate is changing due to pollution and the emissions of greenhouse gases. The change in climate is resulting in the world becoming generally warmer. Ice caps are melting, causing floods, a loss of biodiversity and severe weather warnings. We will look into these in more detail throughout the Climate Workshops.’

5. Climate Interview Challenge (5 minutes) Explain that for their challenge this week, instead of asking 5 people about the environment, they are going to ask one person 5 questions. They should think of somebody they think is particularly interested in protecting the environment. Give students time to discuss in pairs what questions they could ask.

Explain: ‘You will practise your interviewing skills this week! Get ready to ask one person 5 questions. Talk in pairs about what you could ask.’

6. Final remarks (5 minutes) Thank students for their ideas again this week. Remind them that a Champion is somebody who works hard to achieve their goals…keep up the good work!

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What is ‘energy’ and how do we use it?

Resources: Newspaper/magazine cutting with data/statistics

1.Getting Started (10 minutes) This week we will focus on the power of effective communication. So, let’s start with body language! Work in pairs to create a freeze frame (a still or statue-like pose!) of 2 opposite emotions. Can other students interpret your body language? Now, working in groups of 4, create a careful sequence in moving from one extreme to another of a particular feeling. Share these with other groups. Discuss which emotions could be associated with Climate Change. Remember to think positively!

Direct: ‘Think of two opposite emotions. I’d like half of the group to ‘freeze’ one of them…and the rest of you to guess what it is. Now swap! In groups now, make a moving sequence of 4 emotions flowing from one to the next. Which emotions do you think are associated with Climate Change and why?’

2. Discussion. Research catch-up. (15 minutes) Hopefully, since the last workshop, students have conducted some interviews. Discuss the outcomes of these interviews. What challenges occurred during interviews? Are there particular techniques students would like to describe which helped them to interview effectively? Create a list of themes that cropped up during interviews. Are there links to the environment? Or behaviours? Campaigns or events? Ask students to work in smalls groups to prepare a summary to share.

Ask: ‘What did you uncover during your interviews? Work in small groups to prepare a summary of what you found out.’

3. Energy and Climate Change (15 minutes) Explain: ‘A key cause of Climate Change is a build-up of carbon dioxide (a gas) in the atmosphere. Most of the carbon dioxide comes from burning fossil fuels. Altogether, fossil fuels accounted for 84% of the world’s primary energy consumption in 2019.’

But what do we use energy for? The pie chart shows energy used in Nigeria in 2013. Re-draw this pie chart for students to talk about or share this image with them.

In partnership with With thanks to Endorsed by 20 Workshop 4 Ask: ‘Which of these fuels are fossil fuels? All of them! Do you think it will have changed much in 2021?’

Energy consumption by source in Nigeria, 2013

4. Game: I use energy for… (10 minutes) Discuss how we use energy at home, at school and in the community (light, heat, sound etc).

Play the game: ‘I use energy for… cooking.’ Next person: ‘I use energy for cooking and cleaning’. Next person, ‘I use energy for cooking, cleaning and lighting my room.’ … and so on.

Explain: ‘Whilst so much of our energy comes from burning fossil fuels, we must find a way to reduce what we use, and ensure we are not wasting it!’

Now discuss where we can cut down the energy we use.

5. Final remarks (10 minutes) Thank students for their ideas. Explain that their ‘Champion’ job this week is to look out for data about energy use in newspapers and on the radio etc. Discuss what they might find.

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Resources: Appendix E, Fact Chat definitions table

1.Getting Started (10 minutes) Ask students to think about what they did yesterday and what they are likely to do tomorrow. Ask them to describe something from each – but without revealing which is which! Can other students work out which is which?

Direct and Do: ‘As Climate Champions we look to the past to inform the future. Let’s play a game! Think of one thing that you did yesterday and one thing that you hope to do tomorrow. Describe both of these without giving away which is which…. Can the rest of us work out which is which?’

2. The Effects of Climate Change (10 minutes) Based on what has been discussed in workshops, what do students know about the effects of Climate Change?

Explain: ‘The ice caps melting is a well-known ‘event’ described in the media with the image from Greenpeace of a polar bear on a melting iceberg. But what are the other effects of the ice caps melting? Sea levels are rising. Lower lands are flooding, causing animals to move away (migration) and also, people needing to move elsewhere (displacement). Flooding leads to a loss of plants (biodiversity) in these regions. Where dry land is shrinking because of flooding, it is becoming very difficult for farmers who rely on that land for their income.’

Pass the text you have just read to a student. Ask them to read it to the others again… pausing every now and then before the words in orange to see if the others can predict the word.

Explain: ‘Here are some other facts for you! Africa’s largest city, Lagos, has a low coastline which continues to be at risk of flooding. Bangladesh, a country in Asia to the East ofIndia , produces only 0.3% of the gases which contribute to climate change, yet the country is facing some of the biggest consequences of rising sea levels in the world. Oceans could flood 17% of Bangladesh’s land and displace about 18 million of its citizens by 2050. There are a number of ways climate change may

In partnership with With thanks to Endorsed by 22 Workshop 5 also contribute to droughts like the ones we have in Nigeria. Warmer temperatures can increase water evaporation from the soil, making places and times with little rain even drier.’

Pass the text you have just read to another student and repeat the activity so that they pause for others to fill in the gaps as before. To check for understanding of these facts, ask students to take it in turns to ask each other questions about what has been read.

3. We need a creative response! (25 minutes) Challenge students to make up a simple poem or rhyme to describe these effects of climate change. This poem could be put to a rhythm using improvised percussion instruments (or clapping, stomping etc) to give it more ‘energy’. These poems could be recorded for local radio, performed in class times to other students. Here are two examples:

Climate Change is on the way, Making changes every day, Earth is warmer, land is dry, Temperatures soaring to the sky.

Melting icebergs flood our land, Rising seas cover the sand. People fear they cannot stay, Animals moving far away.

Allow enough time for all groups to practise and perform their poems, asking other groups to copy them and/ or join in with percussion/clapping rhythms if they can. Give students copies of the Fact Chat definitions table (Appendix E) to help them with choosing words for their poem.

4. Final Remarks (15 minutes) Go back to the game that you played at the beginning of the workshop. Play this again, but this time each description of an action for yesterday and tomorrow must include something to do with using energy or completing a task related to looking after the environment. Give students a few minutes to think about these before you begin.

In partnership with With thanks to Endorsed by 23 Workshop 5 Workshop 6 What is my impact on the environment?

Resources: Appendix F, Carbon Footprint poster, a collection of small leaves and sticks

1.Getting Started (10 minutes) Listening is important if we are to learn from each other. Paying attention means that you are listening well! Play this game to practise listening and communication skills.

1. Ask students to stand in a circle. 2. Imagine that you have a ball in your hand. 3. Throw the ‘ball’ directly to somebody else in the circle making eye contact and making a specific noise as you throw it such as ‘shh’,‘ tsk’ or ‘puh’. 4. The other person who you have made eye contact with must catch the ‘ball’ and as they do so, copy the noise that you made. 5. Repeat this 5 times. Now add in one more ball. Stay alert! Keep watching.

2. More effects of Climate Change (20 minutes) Copy these sentences onto separate pieces of paper and show them to the group.

► The changing climate is having an effect on food because drought and flooding is making it harder to grow a variety of plants, known as biodiversity.

► Due to drought, smaller flows in rivers and streams will increase concentrations of harmful pollutants in the water.

► When people can’t get enough water for sanitation and handwashing because of drought, illnesses spread more easily.

► Farming can be affected when soils dry out and become condensed, making it more likely that rain will run off the surface rather than soak into thirsty roots.

► Flooding means that some people have to leave their homes.

Slam Out Loud | Jigyasa Labroo (‘18)

In partnership with With thanks to Endorsed by 24 Workshop 6 Direct: ‘Put these facts in order so that the top sentence is the worst effect of Climate Change. After that, put these sentences in order to show which sentences describe the effects of Climate Change that are most likely to affect your community.’

Discuss: ‘What foods and drinks have you had today? What would you consume over the course of a month? Which do you think you could manage without? What foods do you think are harder to ‘grow’? Is all the food you eat grown in Nigeria? How could Climate Change affect what you eat?’

3. Reducing your carbon footprint (10 minutes) Look together at the Carbon Footprint poster, Appendix F. Give students a few minutes to discuss it in pairs.

Explain that a ‘Carbon Footprint’ is used to describe the amount of carbon dioxide released into the atmosphere as a result of the activities of a particular individual, organisation, or community. Give students more time to talk to each other about their actions and how ‘big’ their Carbon Footprint is. What could they do to reduce it?

4. Offsets… a solution? You may have noticed ‘Offsets’ in the carbon footprint. But what does it mean? Our everyday actions consume energy and produce carbon emissions, actions such as driving, using machines and heating buildings.

Explain: ‘Carbon offsetting is used to compensate - or ‘pay back’ - your carbon emissions by funding an equivalent carbon dioxide saving elsewhere. Planting a tree or growing your own food is a great way to help offset carbon emissions.’

Ask students to work in small groups to create a collage of natural materials to show what they appreciate in the natural world. They could use sticks, stones, fallen leaves and flowers.

5. Final Remarks: Thank the students for their curiosity and ideas. Remind them to tell others about what they are learning.

In partnership with With thanks to Endorsed by 25 Workshop 6 Workshop 7 What is Renewable Energy?

Resources: Appendix E, Fact Chat definitions table

1.Getting Started (10 minutes) In the last workshop, students created a collage out of natural materials. They also talked about some of the effects of Climate Change and their Carbon Footprint. If you have some rough ground nearby or some soil, ask students to create a footprint pattern. They could also add handprints to that! As they make these patterns, talk to them about their impact on the environment.

2. Solutions! Using renewable energy sources (10 minutes) Explain: ‘Burning fossil fuels such as coal, oil, gas and firewood creates carbon dioxide. This gas is helping to trap the heat in our atmosphere. A Global Warming Warning! But there are other fuels we can use! Solar, Wind, Hydro, Tidal, Geothermal, Biomass. Do you know about each of these forms of fuel?’

Allow students a few minutes to talk to each other about these fuels and then ask them to tell you what they think. Here is the explanation:

Solar – from the sun Wind – turbines (windmills) driven by the wind Hydro – turbines driven by a flow of water like a river Tidal – from the sea, tidal currents Geothermal – natural heat from the earth Biomass – burning solid plant fuels

Explain: These sources of fuel are referred to as Renewable Energy – energy that never runs out and which comes from natural sources. When we use these sources of power… we can do all the things that we could do with coal and gas etc, but we do not create carbon dioxide. There is less pollution. There is less harm to the environment.

3. Let’s get moving (20 minutes) Thinking about the movement and nature of each of these sources of renewable energy, ask students to create a dance or series of movements to illustrate them. The turning of the blades on a turbine… the rotation of the wheel…. the shining rays of the sun… the heat rising from the biomass and geothermal currents.

In partnership with With thanks to Endorsed by 26 Workshop 7 Remind students that renewable energy never runs out. This might encourage repeated actions in their dance or movement sequence. If students would rather not create a dance or movement sequence, they could create a ‘celebration poster’ of renewable sources of energy to display in their community.

Give each group some time to share or perform their dance or movement sequence. Be positive in your comments in response, especially in relation to the way the moves reflect renewable forms of energy.

4. Final Remarks (15 minutes) Wow!! Read this about the Great Green Wall to yourself and then summarise to students.

The Great Green Wall is an initiative to plant a huge wall of green from the East to the West coast of Africa. It is a clear indication of hope, resilience, and adaptation from communities across Africa. Once complete, the Great Green Wall will be the largest living structure on the planet, 3 times the size of the Great Barrier Reef.

You can find out about it here: www.greatgreenwall.org

Great Green Wall Achievements Nigeria by 2020: 1,359 km of continuous trees planted from Kebbi State in the northwest to Borno State in the northeast. This serves as a windbreak.

Also in Nigeria:

• 7.6 million plants and seedlings produced

• 2 801 hectares of reforested lands

• 373 hectares of multipurpose gardens

• 1 205 people trained on food and energy security as well as maintenance of biodiversity

• 1 396 jobs created

Give students a few minutes to talk about this wall and to think about what effect it will have.

In partnership with With thanks to Endorsed by 27 Workshop 7 Workshop 8 What are some signs and symbols relating to the environment?

Resources: Paper, pens of various colours and string or cotton. Appendix B and C

1.Getting Started (10 minutes) Explain that the power of observation is useful when learning to be a Climate Champion.

Being able to see changes in the environment and to observe the way it responds to different weather and climate conditions helps us to understand the world in which we live.

Play a game to practise observation skills. Split the group into two lines facing each other. They should stand very still while they observe each other. One line closes its eyes while the other line moves very slightly. When the other team opens their eyes, they have to try and work out what has changed. Repeat, swapping over.

2. Wind Power (25 minutes) Flying a kite or a flag relies on the wind and air currents. Ask students to design a kite or flag that could fly above your community to signal your commitment to looking after the environment.

Things to consider when designing flags or kites, shape, size, logo or pattern or picture, tails, bows and tassels, where to attach the string, length of the string.

Did you know that flag shapes have particular names? The study of flags is called ‘Vexillology’.

As students are making their flags or kites, talk to them about wind energy and wind turbines that make electricity.

3. Reducing your carbon footprint (10 minutes) We have looked at a number of symbols that represent the SDGs, the Rights of the Child and sources of energy. Share these Appendix pages out to refresh students’ memories.

In partnership with With thanks to Endorsed by 28 Workshop 8 Explain: ‘A logo is a symbol made up of text and images that identifies a business, an idea, event or action. A logo is easily recognisable and often includes a name and symbol or shape in bold colours.’

Discuss with students what other symbols they might see around them. Examples include street signs, instructions on food packets, religious symbols and logos on brands of clothing or on shop signs.

Give each student one piece of paper and only two colours of pens. Challenge them to create a logo for the Climate Champion Workshop.

4. Final Remarks: Ask students to pay close attention to their surroundings over the next few weeks. What signs and symbols can they see? What do they notice about the environment? Observations can be powerful.

In partnership with With thanks to Endorsed by 29 Workshop 8 Workshop 9 Healthy Living. Healthy Planet

Resources: Appendix B & C

1.Getting Started (10 minutes) How did the students get on with their observations? Spend some time talking about what students have seen since the last workshop. You could ask:

What did you notice about the environment? What signs did you see about the environment? What did you see that made you think about Climate Change?

2. Our Health (20 minutes) Ask and Explain: ‘What do we do to stay healthy? Eat well? Rest well? Exercise? All of these things keep us physically healthy! Burning fossil fuels contributes to pollution and Climate Change, which can damage our health. Air Pollution is bad for our eyes and our lungs, and there are further complications if our water gets polluted.

Our mental health is also very important too! Making a positive contribution to our community helps us to stay positive. We need good mental strength to find physical and technological solutions to prevent Climate Change. We need to be able to sustain our commitment to protecting the environment, ourselves and each other.’

Ask students to talk in pairs about what they do to stay healthy and what they think they can do to avoid unhealthy living. Ask each pair to tell the rest of the group what aspect of their daily activities are the most unhealthy. After this, discuss together what could be done to avoid unhealthy living.

3. SDGs and Rights of the Child Health (20 minutes) Look at the posters again for the SDGs and the UN Rights of the Child. Give students a few minutes to look at them with a view to identifying the relationship these posters have to Healthy Living.

Ask and Explore: ‘Which of the SDGs or Rights of the Child do you think are strongly connected to healthy living? Many of each of these targets will help us to stay healthy, but which ones are the most urgent in our community?’

In partnership with With thanks to Endorsed by 30 Workshop 9 Ask students to work in groups of 4 for about 10 minutes to prepare a short presentation that begins with the sentence:

The SDGs and the Rights of the Child promote healthy living by…

After each presentation, thank students for their thoughts and repeat one of their ideas that you think was especially important.

4. Final Remarks (15 minutes) Summarise the whole session by referring to the various aspects of health that have been discussed. Finish this workshop by reading this summary or by creating your own final remarks.

Summarise: ‘Climate Change is a change in the world’s weather systems that occurs over decades. Most of the recent changes in our climate have been brought about by human activity.

These changes will have significant consequences for our health, wellbeing, and safety. Climate Change may affect our health and wellbeing through the impacts of extreme events, worsening air quality, changes in the spread of infectious diseases, threats to food and water quality and quantity and effects on our mental health.

But there are things we can all do now to build our strength to face the effects of Climate Change and help slow its pace.

Thank you for being a Climate Champion!’

In partnership with With thanks to Endorsed by 31 Workshop 9 Workshop 10 Communication and Climate Change

Resources: Appendix G, Quotations about Climate Change and the Environment

1.Getting Started (10 minutes) As we continue to consider what we can do to protect the environment and sustain healthy living, it is helpful to think about good leadership, role models and why people influence us.

Read the quotation above from Wangari Maathai.

Explain: ‘Wangari Maathai helped the lives of more than 900,000 women through her economic empowerment initiatives. She was called “Mama Trees” by many people in Kenya. She was recognised in 2004 as the first African woman and first environmentalist to receive the Nobel Peace Prize. She did many “little things.”’

Ask students to take it in turns to describe ‘little things’ that they have done to help others or to look after the environment. Give students a few minutes to think about this before you begin.

2. Communication and Community (20 minutes) Use the quotation sheet in the Appendix C to read some quotations from various people from around the world, past and present. Discuss how encouraging these quotations are, and how some of them are actually a warning.

Explain: ‘You don’t have to be famous to say something important, but it is useful to see what other people who have become famous have said about the environment knowing that their voices will be heard.’

Ask students to work in pairs to read, think about and discuss the quotations that you have shared with them. Which quotation means the most to them? Why? You might need to explain who these people are, using the background information in your pack, but really what is more important, is what they are saying. Ask students to tell you about their discussion. Is there an agreement about which is the best quotation amongst the group?

3. Leading Change (20 minutes) Ask students to discuss what it means to be a leader in a community. What skills are needed? Explain that if you are well-respected, people are more likely to listen to what you have to say.

In partnership with With thanks to Endorsed by 32 Workshop 10 Explain: ‘The quotations we have just looked at are widely read, re-published and reported because they were spoken by highly respected individuals – people who work hard, work to uncover the truth and are generous in compassion and full of empathy. They understand their communities.’

Here are two more people from Nigeria and Uganda who have spoken boldly about Climate Change. Can you find out more about them? Where did they get their inspiration and courage from?

Adenike Oladosu

Adenike is a climate activist from Nigeria. She is a campaigner for intersectional environmentalism. She explains that it is often women who will feel the effects of climate change the most. https://www.greenpeace.org.uk/news/black-history-month-young-climate-activists-in-africa/

Vanessa Nakate

Vanessa is the founder of the Rise up Climate Movement, which aims to amplify the voices of activists from Africa. She spearheaded the campaign to save Congo’s rainforest, which is facing massive deforestation. This campaign later spread to other countries, from Africa to Europe. She is working on a project that involves the installation of solar and institutional stoves in schools.

Ugandan Activist Vanessa Nakate: Why I Launched a One-Woman Protest Against Climate Change (globalcitizen.org)

Now that they have thought about all these quotations, ask students to work in pairs to write some of their own statements about Climate Change that could be ‘quoted’ in newspapers, magazines, on the radio… or in communities across Nigeria.

‘There’s more than one way to make a difference. Please do whatever you feel most comfortable with and do it with love and compassion. Some are posting on social media, some are protesting in the streets, some are donating privately, some are educating themselves, some are having tough conversations with family and friends. A revolution has many lanes, be kind to yourself and to others who are travelling in the same direction, just keep your foot on the gas.’

In partnership with With thanks to Endorsed by 33 Workshop 10 Workshop 11 Community Action for Climate Change

Resources: Large sheets of paper, pen, Appendix B, SDGs posters

1.Getting Started (10 minutes) This activity is known as ‘conscience alley’ and is a good way for students to learn to appreciate that the skills of negotiation, persuasion and debate are very important.

► Begin by asking students to stand facing each other in two rows.

► One row is in favour of Climate Workshop for all schools in the country.

► One row is against the idea of Climate Workshop in all schools.

► Give students time to think about their argument. What would they say? What is their evidence? How could they persuade?

► Now, ask students to talk to each other across the two lines, trying to persuade the person opposite them that their view is the ‘best’.

Walk down in between the two lines to listen to their arguments. Summarise some of what you have heard. Now select another student to walk in between the two lines of discussion. What do they hear? Ask another couple of students to do the same. Finally – ask all students to move to the side of the debate which they believe to be the truth.

2. Considering Community Action (25 minutes)

Ask students to think about what problem they would like to help solve in their community. The meetings so far should have enabled students to think about some of these. Write these headings on large sheets of paper for all students to see.

• What is the problem you would like to solve?

• How are humans involved in this problem?

• How is your problem associated with the SDGs?

• What are some of the actions we could take to work towards a solution?

• How could you check to see if your actions are working?

In partnership with With thanks to Endorsed by 34 Workshop 11 Ask students to reflect on these questions for a few minutes individually. Next, ask students to explain briefly what problem they would like to solve, then ask them to form a group with other students who are describing a similar problem.

Explain to students that they should work for about 25 minutes to create a presentation about the problem they would like to explore and solve. Their presentation could take the form of a simple action plan: What? Why? Where? Who? How? When? Their presentation should be based upon secure knowledge of the problem but be complemented with questions that still need answering.

Ask and Explain: ‘What do we do to stay healthy? Eat well? Rest well? Exercise? All of these things keep us physically healthy! Burning fossil fuels contributes to pollution and Climate Change, which can damage our health. Air Pollution is bad for our eyes and our lungs, and there are further complications if our water gets polluted.

3. Presentations (15 minutes) Each group will present its ideas and students will vote on one Action/Solution that they will champion and pursue.

Explain: ‘We will listen carefully to each presentation and ask some questions. Then, we will vote on one idea that we would like to support and champion. The ideas that are not chosen are still important, however! There is nothing to stop us from addressing the others… and we will be more able to do so because of what we have learnt about supporting the one we have chosen.’

4. Final Remarks (15 minutes) Explain that next week is the last meeting! Ask students to think about all that they have learnt during these meetings between now and the next meeting. Explain that at the start of the next meeting, each student will be asked to explain what being a Climate Champion means to them. They can prepare for this in any way they like: practice a speech, design a poster, compose a song, create a quiz.

In partnership with With thanks to Endorsed by 35 Workshop 11 Workshop 12 Next steps for Climate Action and new beginnings

Resources: Appendix A, Characteristics of Global Citizenship.

1.Getting Started (10 minutes) Ask students to stand in a circle facing each other. They should hold their hands up to the sky and wave their fingers, slowly bringing their arms down into the circle. This is a circle of action, togetherness, empowerment, and compassion. Ask students to take it in turns to lead the actions - ask them to show strength, character, adventure, compassion, innovation, achievement. How many actions can you create and copy?

2. Leading Change (20 minutes)

Discuss the problems that were thought about in the last meeting. Ask students to tell you what they remember about what was trying to be achieved. Read this list of common features of community action and refer to Appendix A.

Intergenerational activity (Older and younger People working together)

Teaching. Training. Talking. Explaining.

Goal orientated (What will be achieved through this project?)

Sustainable Development Goals (How is this Community Action Linked to the bigger picture? Local and Global)

Engagement (How will we connect people to this Challenge?)

Measuring success (How do we know it has worked?)

Sharing Success (How will we inform the community and beyond about what we have achieved?)

Ask students to tell you which they think is the hardest to achieve and which they think is the most important.

3. We are Climate Champions (25 minutes) This is the last Climate Champion Meeting! Discuss what the highlights have been. Could we persuade another school to run some workshops also? Could you be leaders in other workshops? Look back at your ‘High Five’ from Meeting One. Have you explored and achieved what you had hoped to?

Make time for each student to share their reflections on their experiences of these meetings. Hopefully, there will be some presentations!

Explain and Conclude: ‘We have learnt to listen, explain, challenge and create. We have worked as a team to build our knowledge of Climate Change and to find ways of living and acting for a healthy planet.

In partnership with With thanks to Endorsed by 36 Workshop 12 We have worked towards SDG Goal 13, Climate Action, to take urgent action to combat climate change and its impacts.

Climate Champions are energetic re-builders of the world we share. They make change happen. They play a central role in communities to reduce their carbon emissions. Making lasting, positive, environmental impact must be done by working together just as we have done in these meetings. Thank you.’

4. Final Remarks (10 minutes): On this occasion… turn the final remarks over to the students! Give them a few minutes to think about what they would like to say, and then stand in a circle as you did at the beginning of this meeting and listen to ‘Final Remarks’ from students.

Remind students of the solution to the community problem they identified last week. Task children to try to put into practice what they have learnt over the course of these workshops. How can they share their learning with the community?

Learning is only the first step towards being a Climate Champion! Why not show your students the Climate Changemakers website and ask them to share their message about what Climate Education means to them: https://climatechangemakers.worldslargestlesson.globalgoals.org/

We can’t wait to see their messages!

In partnership with With thanks to Endorsed by 37 Workshop 12 Congratulations, you have completed the 12 workshops of Climate Action!

In partnership with With thanks to Endorsed by

38 Climate Action AT THE SCENE CURRENT EVENTS Imagine you are at the UN meeting List 5 events that have taken where the SDGs were officially place in your community recently. launched. Who is there? How is the Which of the SDGs are related to event organised? What questions these do you think? Do some further do people ask? What information research to find examples of stories are you provided with? that match the SDGs. You could look for similar articles from the past that describe another community or another country.

PHRASES NOW AND THEN How do you think the themes presented in the SDGs have changed INTERVIEW over time? What were people saying TECHNIQUES SDGs about Climate Change for example 20 years ago? What do you hope What could you ask the UN EXPLORER people will say about Climate leaders who were responsible Change in 20 years’ time? for the final version of the SDGs? ACTIVITY MAT How can you structure your questions so that they help you understand the real challenges?

HEADLINES TOMORROW FAKE NEWS Compose some headlines for Choose one of the SDGs and create the stories that are likely to follow an exaggerated version of the story a few of these SDGS as they are using hyperbole. Consider different features developed in Nigeria. How do of this SDG and choose two contrasting the headlines engage the reader features to write about. Now create your and how do they make clear own ‘fake news’ story about this SDG. connections to the previous day? Make sure there is an element of truth – then share with others in your class to see if they can identify the ‘real news’.

In partnership with With thanks to Endorsed by 39 Activity Mat PAST, PRESENT OR PRIORITY ORDER FUTURE? Which facts do you think are Are there any facts that you think the most important? Which facts could be a ‘thing of the past’ very do you think are the hardest soon because we have changed the to achieve? How are these related? way we behave? Which facts do you think are the most Which facts are likely to be a problem expensive to address? Which facts do or solution in the very near future? you think describe actions that will have the biggest impact? How Which facts, do you feel are are these related? the most important in the present day?

FACT CHAT QUICK QUIZ ACTIVITY MAT Select a number of facts INVESTIGATE that you feel to be important Choose one of the facts and create a quick quiz to and see if you can find out challenge others to learn something else about it. and remember the facts.

HOW MUCH CHALLENGE? Which facts do you think present us with more of a challenge? Which facts do you think present us with less of a challenge? Which facts do you think are more or less easy to respond to?

In partnership with With thanks to Endorsed by 40 Activity Mat ENERGY TRANSFORMATION Consider how energy has NUMBERS NOW transformed your community. What numbers can you think of to Think about heat, light and the use describe what is happening right now? of technology. Can you think of any Number of people, temperature, time, other areas of daily life that could amount of water, money to spend, be transformed through the use of weight of the table, distance to the shop… energy? Conduct some research etc. It is important to recognise the power into innovative uses of energy in of numbers to explain our situation communities similar to your as well as to be able to interpret own in Africa. other situations. COUNTING COSTS Do you know how much it costs to use energy? How much OWNING DATA does your family spend on fuel every What graphs and charts week or every month? How does this could you create to describe you compare to how much it spent last own energy use? Or the energy that year? Which sources of energy are your community uses? How would ENERGY the cheapest? Why is that? Is your data look compared to that of cheap energy, ‘clean’ energy? another community in China or the DATA USA? How will you organise your data collection – do you need a ACTIVITY MAT team of people to help you? DATA AROUND YOU Go for a walk around your school or around your community. WORLD What numbers do you see? ENERGY How are they used? Why are they used? Is there any data missing? The earth gives us What else would you like to know? energy – coal, oil and gas. Consider the numbers around But what about sun, you and discuss how these are wind and waves? What do you UNITS OF MEASUREMENT likely to have changed over know about these fuels? the years. What might they Can you find some data on How do we measure the amount say in the future? these energy sources? of energy we use? Kg? Litres? KWH? It depends on the types of fuel! But using the correct unit of measurement is essential if we are going to compare data accurately. How many other units of measurement can you think of? How about the time that you spend cooking? Or the temperature of your oven? What do you know about the energy that your own body uses?

In partnership with With thanks to Endorsed by 41 Activity Mat WINDS FOR TURNING The blades on a wind turbine can SUNSHINE SOLAR be up to 50 metres long. Measure this distance using 50 large strides. We can capture the sun using Imagine how high that must reach upwards? solar panels. They can be placed The average industrial wind turbine is in on roofs and in fields! They need fact 150 metres tall! But you can create to angle towards the sun. But smaller small turbines too – rather like a windmill. solar panels can be used to power Experiment using folds of paper and radios and telephones. Explore sticks to create a turbine of your the technology associated with own as a model. solar panels. What innovations can you find? FLYING KITES Flying a kite relies on the wind and air currents to carry the paper or fabric up, up and away! Your string WATER WHEELS prevents it from disappearing but A water wheel usually turns also creates the tension to keep the in a stream by a mill to move wind pushing the kite higher. large stones to crush corn, for example. Build your own kite that has a But you can make your own smaller renewable energy logo on it. wheel to respond to different flows Experiment to see of water. Experiment to build the RENEWABLE which shapes and structures most effective design. How does ENERGY work the best. this compare to a wind turbine? How does this compare to the ACTIVITY MAT use of tidal power?

HOW POWERFUL? Which renewable energy do you think is more powerful? Which ACTION LOGOS technology is the most efficient? Which sources of energy are the There are many logos associated most cost effective? Which is the best? with recycling and ‘green energy’, for You will need to do some research example. But can you create a logo into this! How is the energy measured? that represents all of these renewable ENGINEERING How long does it last? energies? What shapes and images ENERGY How many tonnes of carbon can you blend? Does your logo dioxide does it save? need a strap line or a phrase Discuss technology and to accompany it? innovation associated with renewable energy. What maths and science are involved? What skills and qualifications do engineers need? What materials are required and how are systems maintained?

In partnership with With thanks to Endorsed by 42 Activity Mat TINY PRINTS? Can you reduce your carbon footprint to only make tiny prints? What could you do less of? What could you do more of? CARBON FOOTPRINT Think particularly about CALCULATOR waste and recycling. It is even better to There are several tools online reuse or not use in that you can use to accurately the first place! calculate how much carbon dioxide you produce. Here is an example: www.carbonfootprint.com/calculator.aspx TOGETHER Otherwise, you could start adding Think about the value of up yourself… 150 miles in your working together. If we work car every month is equivalent to ‘hand in hand’ we can achieve more. 1 tonne of carbon dioxide Discuss this African proverb: over the course of a year. “If you want to go fast, go alone. If you want to go far, go together.” RENEWABLE FOOTPRINTS ENERGY AROUND ACTIVITY MAT THE WORLD Do a little bit of research to find EAT LESS MEAT? out how some cities have created As a by–product of their useful systems for reducing carbon four–stomached digestive system, emissions. You might uncover… cattle produce and emit significant quantities living walls, solar vehicles, of methane, a greenhouse gas that is 23 times pedestrian only zones, green more potent by quantity than CO2. energy hubs, improved waste Estimates indicate that the production management. of 1kg of beef requires about 43,000l of fresh water, including both raising HANDPRINTS the livestock itself and growing the crops needed to feed it. For comparison, Can you create a similar 1kg of grain only requires 1,000l. display using a handprint? This time illustrate what action you Discuss this… are going to take within each area. If you can cut out handprints together, you could create a good display or banner for your workshop – or for your community event.

In partnership with With thanks to Endorsed by 43 Activity Mat CURRENT EVENTS Which of these quotes do you think most effectively describes what challenges we face at the moment? Can you find any news articles in the local media that describe similar events, activities and campaigns? AT THE SCENE Imagine you are the news reporter at the scene of each of these statements/quotes. What do you think you would hear people READING ALOUD talking about in the audience? What additional questions Read some of these quotes would you want to ask? aloud and use different ‘voices’ to see what is the most effective. Whisper or stand up tall and shout. Pause after key words…or race through the phrases QUOTES ABOUT with passion and conviction. CLIMATE AND THE Emphasise every other ENVIRONMENT word or just a few? How do all of these ways ACTIVITY MAT of talking affect the meaning? AND FOLLOWING… Compose some headlines for the stories that are likely to follow each of the quotes. How do the headlines engage the reader and how do they make clear connections to the quote from previous day? TALKING THROUGH TIME Put the quotes in chronological order. What can you say about the older quotes? How relevant are they today? What quotes do you think could come from prominent people over the next 10 to 20 years? What would you like to be quoted saying about pollution and the environment?

In partnership with With thanks to Endorsed by 44 Activity Mat Appendix A Characteristics for Global Citizenship

Empathy This means you work hard to understand how others are feeling, so that you can help them. You become ‘emotionally intelligent’. You listen well and use your experiences to help solve a problem. Your attention to emotions makes people feel safe and happy.

Communication You look for ways to connect the people of the world. You share stories and messages so that we can all work together. You listen carefully to what people are saying, so that you can understand what they need and what you can do to help.

Problem Solving This means you love to explore challenges. Every time you solve a problem, your knowledge grows and you become more adaptable and capable.

Creative This means you value a mission of discovery! You know that the best ideas can develop when we work together, ask questions and spark ideas.

Curious This means you love investigating the world around you, searching for answers to questions.

Global Citizens are people who...

engage with provide simple explore local explore issues multiple solutions to think critically and global of social justice perspectives complex issues connections

recognise develop apply learning ask questions take informed, and appreciate attitudes of care to real–world to build levels reflective action multiple and empathy issues of knowledge identities for others

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45 Climate Action Appendix B SDGs posters

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46 Climate Action Appendix B SDGs posters

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47 Climate Action AppendixTHE B S SDGsUSTA postersINABLE DEVELOPMENT GOALS (SDGS)

1 NO POVERTY 2 ZERO HUNGERZERO HUNGER 3 GOOD HEALTH AND WELL-BEING

4 QUALITY EDUCATION 5 GENDER EQUZEROALITY HUNGER 6 CLEAN WATER AND SANITATION

7 AFFORDABLE AND CLEAN ENERGY 8 DECENT WORKZERO AND HUNGER ECONOMIC GROWTH 9 iNDUSTRY, INNOVATION AND INFRASTRUCTURE

10 REDUCED INEQUALITIES 11 SUSTAINABLEZERO CITIE HUNGERS AND COMMUNITIES 12 RESPONSIBLE CONSUMPTION AND PRODUCTION

13 CLIMATE ACTION 14 LIFE BELOWZERO WATER HUNGER 15 LIFE ON LAND

16 PEACE, JUSTICE AND STRONG INSTITUTIONS 17 PARTNERSHIPSZERO F ORHUNGER THE GOALS

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48 Climate Action Appendix B SDGs posters

End poverty in all its forms everywhere: Goal 1 is focused on ending poverty through interrelated strategies, including the promotion of social protection systems, decent employment and building the resilience of the poor.

End hunger, achieve food security and improved nutrition and promote sustainable agriculture: Goal 2 addresses a fundamental human need—access to nutritious, healthy food, and the means by which it can be sustainably secured for everyone.

Ensure healthy lives and promote well– being for all at all ages: Goal 3 addresses all major health priorities and calls for improving reproductive, maternal and child health; ending communicable diseases; reducing non– communicable diseases and other health hazards; and ensuring universal access to safe, effective, quality and affordable medicines and vaccines as well as health

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all: Goal 4 aims to ensure that all people have access to quality education and the opportunity for lifelong learning. The Goal goes beyond school enrolment and looks at proficiency levels, the availability of trained teachers and adequate school facilities, and disparities in education outcomes.

Achieve gender equality and empower all women and girls: Achieving gender equality and the empowerment of women and girls will require more vigorous efforts, including legal frameworks, to counter deeply rooted gender– based discrimination often resulting from patriarchal attitudes and related social norms.

Ensure availability and sustainable management of water and sanitation for all: Goal 6 aims to tackle challenges related to drinking water, sanitation and hygiene for populations, as well as to water–related ecosystems. Without quality, sustainable water resources and sanitation, progress in many other areas across the SDGs, including health, education and poverty reduction, will also be held back.

Ensure access to affordable, reliable, sustainable and modern energy for all: To achieve this Goal, bolder financing and policies will be needed, along with the willingness of countries to embrace new technologies on a much more ambitious scale; enable access to affordable, reliable and sustainable energy services through expanding access to electricity and clean cooking fuels and technologies.

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all: When this growth is sustained and inclusive, more people can escape poverty as opportunities for full and productive employment expand.

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49 Climate Action Appendix B SDGs posters

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation: Infrastructure, industrialization and innovation are three drivers of economic growth. When inclusivity, resilience and sustainability are factored into the implementation of these driving forces, economic growth can support sustainable development.

Reduce inequality within and among countries: Goal 10 calls for reducing inequality within and among countries, ensuring safe, orderly and regular migration, and strengthening the voices of developing countries in international economic and financial decision–making.

Make cities and human settlements inclusive, safe, resilient and sustainable: While cities are incubators of innovation and help foster increased employment and economic growth, rapid urbanization has brought with it enormous challenges, including inadequate housing, increased air pollution, and lack of access to basic services and infrastructure.

Ensure sustainable consumption and production patterns: This Goal focuses on decoupling economic growth from resource use, and ensuring that hazardous chemicals and wastes are managed in a way that minimizes their impact on human lives and the environment.

Take urgent action to combat climate change and its impacts: Mitigating climate change and its impacts will require building on the momentum achieved by the Paris Agreement on Climate Change. Stronger efforts are also needed to build resilience and limit climate– related hazards and natural disasters.

Conserve and sustainably use the oceans, seas and marine resources for sustainable development: The increasingly adverse impacts of climate change (including ocean acidification), overfishing and marine pollution are jeopardizing recent gains in protecting portions of the world’s oceans.

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss.

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

The Sustainable Development Goals can only be met if we work together: International investments and support are needed to ensure innovative technological development, fair trade and market access, especially for developing countries. To build a better world, we need to be supportive, empathetic, inventive, passionate, and above all, cooperative.

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50 Climate Action Appendix C Convention on the Rights of the Child posters

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51 Climate Action Appendix C Convention on the Rights of the Child posters

A child is any person All children have all When adults make Governments must do Governments should Every child has the Children must be under the age of 18. these rights, no matter decisions, they should all they can to make let families and right to be alive. registered when who they are, where think about how their sure that every child in communities guide Governments must they are born and they live, what language they decisions will affect children. their countries can enjoy all their children so that, make sure that children given a name which is speak, what their religion is, All adults should do what is the rights in this Convention. as they grow up, they learn survive and develop in the officially recognized by the what they think, what they best for children. Governments to use their rights in the best possible way. government. Children must look like, if they are a boy or should make sure children are best way. The more children have a nationality (belong girl, if they have a disability, protected and looked after grow, the less guidance to a country). Whenever if they are rich or poor, and by their parents, or by other they will need. possible, children should no matter who their parents people when this is needed. know their parents and be or families are or what their Governments should make looked after by them. parents or families believe or sure that people and places do. No child should be treated responsible for looking after unfairly for any reason. children are doing a good job.

Children have Children should not If a child lives in a Governments must Children have the Children have the Children can choose the right to their be separated from different country stop children being right to give their right to share freely their own thoughts, own identity – an their parents unless than their parents, taken out of the opinions freely on with others what they opinions and religion, official record of who they they are not being properly governments must let the country when this is against issues that affect them. learn, think and feel, by but this should not stop are which includes their looked after – for example, child and parents travel the law – for example, being Adults should listen and take talking, drawing, other people from enjoying name, nationality and if a parent hurts or does so that they can stay in kidnapped by someone or children seriously. writing or in any other their rights. Parents can family relations. No one not take care of a child. contact and be together. held abroad by a parent way unless it harms guide children so that as should take this away from Children whose parents when the other parent does other people. they grow up, they learn to them, but if this happens, don’t live together should not agree. properly use this right. governments must help stay in contact with both children to quickly get their parents unless this might identity back. harm the child.

Children can join Every child has the Children have Parents are the main Governments must Every child who When children are or set up groups or right to privacy. the right to get people responsible protect children cannot be looked adopted, the most organisations, The law must information for bringing up a from violence, after by their own important thing is and they can meet with protect children’s from the Internet, radio, child. When the child does not abuse and being neglected family has the right to be to do what is best for them. others, as long as this does privacy, family, home, television, newspapers, have any parents, another adult by anyone who looks looked after properly by If a child cannot be properly not harm other people. communications and books and other sources. will have this responsibility and after them. people who respect the looked after in their own reputation (or good name) Adults should make sure the they are called a “guardian”. child’s religion, culture, country – for example by from any attack. information they are getting Parents and guardians should language and other aspects living with another family – is not harmful. Governments always consider what is best of their life. then they might be adopted should encourage the media for that child. Governments in another country. to share information from should help them. Where a lots of different sources, child has both parents, both of in languages that all children them should be responsible for can understand. bringing up the child.

Children who move Every child with Children have Every child who Governments Children have Every child has from their home a disability should the right to the has been placed should provide the right to food, the right to country to another enjoy the best best health care somewhere away money or other clothing and a safe an education. country as refugees possible life in society. possible, clean water to from home - for their care, support to help children place to live so they can Primary education should (because it was not safe Governments should remove drink, healthy food and a protection or health – should from poor families. develop in the best possible be free. Secondary and for them to stay there) all obstacles for children clean and safe environment have their situation checked way. The government higher education should should get help and with disabilities to become to live in. All adults and regularly to see if everything should help families and be available to every protection and have the independent and to children should have is going well and if this is children who cannot child. Children should same rights as children participate actively in information about how to still the best place for the afford this. be encouraged to go to born in that country. the community. stay safe and healthy. child to be. school to the highest level possible. Discipline in schools should respect children’s rights and never use violence.

Children’s education Children have the Every child has the Children have Governments The government Governments should help them right to use their right to rest, relax, the right to be must protect should protect must make sure fully develop their own language, play and to take protected from children from children from sexual that children are not personalities, talents and culture and religion - even part in cultural and creative doing work that is dangerous taking, making, carrying or exploitation (being taken kidnapped or sold, or taken abilities. It should teach them if these are not shared by activities. or bad for their education, selling harmful drugs. advantage of) and sexual to other countries or places to understand their own most people in the country health or development. abuse, including by people to be exploited (taken rights, and to respect other where they live. If children work, they have forcing children to have advantage of). people’s rights, cultures and the right to be safe and sex for money, or making differences. It should help paid fairly. sexual pictures or films them to live peacefully and of them. protect the environment.

Children have Children who are Children have Children have the Children accused If the laws of a Governments the right to be accused of breaking the right to be right to get help of breaking the country protect should actively tell protected from all the law should not protected during if they have been law have the children’s rights children and adults other kinds of exploitation be killed, tortured, treated war. No child under 15 can hurt, neglected, treated right to legal help and fair better than this Convention, about this Convention so (being taken advantage cruelly, put in prison forever, join the army or take part badly or affected by war, treatment. There should then those laws should that everyone knows about of), even if these are not or put in prison with adults. in war. so they can get back their be lots of solutions to help be used. children’s rights. specifically mentioned in Prison should always be health and dignity. these children become this Convention. the last choice and only for good members of their the shortest possible time. communities. Prison should Children in prison should only be the last choice. have legal help and be able to stay in contact with their family.

These articles THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD explain how governments, – THE CHILDREN’S VERSION the United Nations – The United Nations Convention on the Rights of the Child is an important agreement by countries who have promised including the Committee to protect children’s rights. on the Rights of Child and UNICEF - and other The Convention on the Rights of the Child explains who children are, all their rights, and the responsibilities of organisations work to make governments. All the rights are connected, they are all equally important and they cannot be taken away from children. sure all children enjoy all their rights. This text is supported by the Committee on the Rights of the Child. child rights connect

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52 Climate Action Appendix D Climate Action grid

CLIMATE ACTION

Characteristics and skills of Global Goals Explorers

• Ask questions • Think critically • Explore local–global connections • Engage with multiple perspectives • Provide simple solutions to complex issues • Explore issues of social justice • Apply learning to real–world issues • Take informed, reflective action • Recognise and appreciate multiple identities • Develop attitudes of care and empathy for others

Key knowledge and concepts relating to Climate Change and Sustainable Development

• Energy and Climate Change • Global Warming • Environmental sustainability • Pollution • Flooding, migration and food/water scarcity • Renewable energy • Fossil fuels • Carbon dioxide • Informed citizens • Empowered communities • Healthy living

CLIMATE ACTION

Flexible and Collaboration Working towards adaptable working the Sustainable Community Learning together Development You choose… Action

Goals for agency and Quality Questions advocacy

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53 Climate Action Appendix E Fact Chat definitions table

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54 Climate Action Appendix F Carbon Footprint

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55 Climate Action Appendix G Quotes about Climate and the Environment

‘Water and air, the two essential fluids on which all life depends, have become global garbage cans.’ Jacques–Yves Cousteau c.1990

‘Do we settle for the world as it is now, or do we settle for the world as it should be?’ Michelle Obama, 2018

‘Education is the most powerful weapon which you can use to change the world.” Nelson Mandela,1990

‘I always saw pollution as theft, and I always thought, ‘Why should somebody be able to pollute the air, which belongs to all of us, or destroy a river or a waterway, which is supposed to belong to the whole community?’ Robert Kennedy, Jr 2014

‘We owe it to ourselves and to the next generation to conserve the environment so that we can bequeath our children a sustainable world that benefits all. Wangari Maathai, 2004

‘This is above all an emergency and not just any emergency. This is the biggest crisis humanity has ever faced. This is not something you can like on Facebook.’ Greta Thunberg, 2019

‘Every breath of air we take, every mouthful of food that we take, comes from the natural world. And if we damage the natural world, we damage ourselves.’ Sir David Attenborough, 2019

‘Look deep into nature, and then you will understand everything better.’ Albert Einstein c.1040

‘Saving our planet, lifting people out of poverty, advancing economic growth... these are one and the same fight. We must connect the dots between Climate Change, water scarcity, energy shortages, global health, food security and women’s empowerment. Solutions to one problem must be solutions for all.’ Ban Ki–Moon, 2011

‘It is our collective and individual responsibility … to preserve and tend to the world in which we all live.’ Dalai Lama, c.1980

‘Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less.’ Marie Curie, c.1903

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56 Climate Action Appendix H Further Resources

There are some great resources available for teachers on Climate Change. Here are just a few:

WWF: Climate Change resources www.wwf.org.uk/get–involved/schools/resources/climate–change–resources Oxfam: Climate challenge www.oxfam.org.uk/education/resources/climate–challenge–7–11 www.ourplanet.com World’s Largest Lesson worldslargestlesson.globalgoals.org/ UN.org – climate action – Why It Matters – www.un.org/sustainabledevelopment/wp–content/ uploads/2016/08/13_Why_it_Matters_Climate_ Action_letter_size_1p.pdf Understanding Climate Change with Tiki the Penguin tiki.oneworld.org/global_warming/climate8.html climatechangemakers.worldslargestlesson.globalgoals.org/ worldslargestlesson.globalgoals.org/resource/designing-for-the-circular-economy/ worldslargestlesson.globalgoals.org/resource/dont-waste-it/ worldslargestlesson.globalgoals.org/resource/earth-its-everybodys-home/ Small Island States on the frontlines of Climate Change www.youtube.com/watch?v=8oS8WToxv5c Community Conversations for Climate Change c15a759148e3465cc1e0–b5c37212e1d32204235caf5298e9144a.ssl.cf5.rackcdn.com/2020/06/Final– Community–Conversations–for–Climate–Change.pdf Spotlight from Space – Taking the Earth Temperature c15a759148e3465cc1e0–b5c37212e1d32204235caf5298e9144a.ssl.cf5.rackcdn.com/2020/06/ Spotlight–from–Space–Lesson–Plan.pdf Don’t Waste it! Repurposing our Resources c15a759148e3465cc1e0–b5c37212e1d32204235caf5298e9144a.ssl.cf5.rackcdn.com/2020/06/Dont– Waste–it–Lesson–Plan.pdf Think Big! Collective Action for Climate Change c15a759148e3465cc1e0–b5c37212e1d32204235caf5298e9144a.ssl.cf5.rackcdn.com/2020/06/Think– Big–Collection–Action–for–Climate–Change–Lesson–Plan.pdf Listen up! Exploring Children’s Right’s to be heard seriously c15a759148e3465cc1e0–b5c37212e1d32204235caf5298e9144a.ssl.cf5.rackcdn.com/2020/06/Final– Listen–Up–WCD–Lesson.pdf climatekids.nasa.gov/time–machine/ https://www.sciencemuseum.org.uk/see–and–do/atmosphere /www.metoffice.gov.uk/climate–guide/climate–change Add your voice for the planet voicefortheplanet.org/globe

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57 Climate Action